Book Chapters

Jackiw, N., & Sinclair, N. (2017). TouchCounts and gesture design. In T. Hammond, A. Adler & M. Prasad (Eds), Frontiers in Pen and Touch (pp. 51-64). New York: Springer.

de Freitas, E. & Sinclair, N. (2017). Concepts as generative devices. In E. de Freitas, N. Sinclair and A. Coles (Eds.) What is a mathematical concept? Cambridge University Press.

Cohen, R., Chorney, S. & Sinclair, N. (2017). Equity and Access to the Complexity of Number: A Multimodal, Digital Approach. In S. Celedon-Pattichis, D. White & M. Civil (Eds), Access and Equity: Promoting high quality mathematics in grades K-2. Reston, VA: NCTM.

Levy, R. & Sinclair, N. (2017). Young children and technology; developing literacy and numeracy practices and skills. In L. Arnott (Ed.), Digital Technologies and Learning in the Early Years. Sage Publishers.

Sinclair, N. & Coles, A. (2017). Returning to ordinality in early number sense: Neurological, technological and pedagogical considerations. In E. Faggione, F. Ferrara & A. Montone (Eds.), Innovation and Technology engancing mathematics education. Springer.

Venturini, M., & Sinclair, N. (2017). Designing assessment tasks in a dynamic geometry environment. In A. Leung & A. Baccaglini-Frank (Eds.), Digital Technologies in Designing Mathematics Education Tasks (pp. 77-98). New York: Springer.

Sinclair, N. & Zazkis, R. (2017). Everybody counts: Designing tasks for TouchCounts. In A. Leung & A. Baccaglini-Frank (Eds.), Digital Technologies in Designing Mathematics Education Tasks (pp. 175-192). New York: Springer.

Mulligan, J., Verschaffel, L., Baccaglini-Frank, A., Coles, A., Gould, P., He, S., Ma, Y., Milinkovi´c., Obersteiner, A., Roberts, N., Snclair, N., Wang, Y., Xie, S and Yang, D. (2016). Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches. In M. Bartolini Bussi (Eds.). ICMI Study.

Sinclair, N. (2016). New starting points for number sense using TouchCounts. In M. Bates & A. Usiskin (Eds), Digital curriculum in school mathematics. Charlotte, NC: Information Age Publishing. 

Sinclair, N. (2016). TouchCounts: Visual, Auditory, Haptic and Symbolic Models for Numbers and Operations. Mathematical Modeling and Modeling Mathematics (pp. 27-36). Reston, VA: National Council of Teachers of Mathematics.

Ekol, G. & Sinclair, N. (2016). Undergraduate students’ conceptions of variability in a dynamic computer-based environment. In. D. Ben-Zvi & K. Makar (Eds), The teaching and learning of statistics (pp. 193-204). New York: Springer.

Sinclair, N. (2015). What kind of thing might number become? In E. Davis & P. Davis (Eds.), Mathematics, substance and surmise. New York: Springer.

Sinclair, N. & Pimm, D. (2015). Whatever Be Their Number: Counting on the Visible, the Audible, and the Tangible. In. M. Meletiou-Mavrotheris, K. Mavrou, E. Paparistodemou (Eds.), Integrating touch-enabled and mobile devices into contemporary mathematics education (pp. 50-80). IGI Global.

Bruce, C., Sinclair, N., Moss, J., Hawes, Z., Caswell, B. (2015). Spatializing the curriculum. In B. Davis and the Spatial Reasoning Study Group (Eds.). Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 85-106). New York: Routledge.

McGarvey, L., Sinclair, N., Thom, J., Kotsopolos, D. (2015). Motion and markings. In B. Davis and the Spatial Reasoning Study Group (Eds.). Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 107-120). New York: Routledge.

Whiteley, W., Sinclair, N., & Davis, B. (2015). What is spatial reasoning and why should we care? In B. Davis and the Spatial Reasoning Study Group (Eds.). Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 3-14). New York: Routledge.

Andrà, C., and Sinclair, N. (2014). Le lezione di matematica. In L. Bazzini (Ed.), Insegnare mathematics: Concezioni, buone pratiche e formazione degli insegnati (pp. 301–312). Rome, Italy: ARACNE editrice S.r.l.

Clark-Wilson, A., Robutti, O., and Sinclair, N. (2014). Introduction. In A. Clark-Wilson, O. Robutti & N. Sinclair (Eds.), The mathematics teacher in the digital era: An international perspective on technology focused professional development (pp. 1–10). Dordrecht: Springer.

Jolkaee, S., Zazkis, R., & Sinclair, N. (2013). “It is very, very random because it doesn’t happen very often”: Examining learners’ discourse on randomness. In E. Chernoff & B. Sriraman (Eds.), Probabilistic Thinking: Presenting plural perspectives. New York: Spring.

Sinclair, N. (2013). Aesthetic considerations. In M. Fried & T. Dreyfus (Eds.), Mathematics & Mathematics Education: Searching for Common Ground. New York: Springer, Advances in Mathematics Education series.

Sinclair, N. & de Freitas, E. (2013). The virtual curriculum: New ontologies for a mobile mathematics. Mathematics Curriculum in School Education. New York: Springer.

Sinclair, N., and Robuti, O. (2012). Technology and the Role of Proof: The Case of Dynamic Geometry. In A. J. Bishop, M. A. Clements, C. Keitel & F. Leung (Eds.), Third international handbook of mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Sinclair, N. (2010). Aesthetics as a Liberating Force in Mathematics Education? In M. Pitici (Ed.), The Best Writing on Mathematics: 2010. Princeton, NJ: Princeton University Press.

Pimm, D. and Sinclair, N. (2010). Audience, Style, and Criticism. In M. Pitici (Ed.), The Best Writing on Mathematics: 2010. Princeton, NJ: Princeton University Press.

Sinclair, N. (2010). Knowing more than we can tell. In B. Sriraman and L. English (Eds.), Theories of Mathematics Education: Seeking New Frontiers, (pp. 591–608). Berlin: Springer-Verlag.

Sinclair, N. and Jackiw, N. (2010). Learning through teaching, when teaching machines. In R. Leikin and R. Zazkis (Eds.), Learning Through Teaching.

Zazkis, R., Sinclair, N. and Liljedahl, L. (2009). Lesson Play – A vehicle for multiple shifts of attention in teaching. In S. Lerman and B. Davis (Eds.), Mathematical Action & Structures Of Noticing: Studies inspired by John Mason. Sense Publishers.

Pimm, D. and Sinclair, N. (2009). Cultures of generality and their associated pedagogies. In S. Lerman and B. Davis (Eds.), Mathematical Action & Structures Of Noticing: Studies inspired by John Mason (14 pages). Sense Publishers.

Sinclair, N., Arzarello, F., Gaisman, M., Lozano, M. (2009). Implementing Digital Technologies at a national scale. In C. Hoyles and J.B. Lagrange (Eds), The Seventeeth ICMI Study: Technology Revisited. Springer.

Sinclair, N. (2008). A powerful tool for doing and learning mathematics. In M. Carlson and C. Rasmussen (Eds.), Making the connection: Research and practice in undergraduate mathematics. Mathematical Association of America.

Sinclair, N. (2007). The teacher as midwife: What can mathematics education research learn from obstetrics? In K. Nolan and E Defrietas (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education. New York: Springer.

Sinclair, N. (2006). For the beauty of number theory. In R. Zazkis and S. Campbel (Eds). Number Theory in Mathematics Education: Perspectives and prospects. Dordrecht: Kluwer.

Sinclair, N. (2005). Mathematics on the Internet. In S. Johnston-Wilder and D. Pimm (Eds.), Teaching Secondary Mathematics effectively with Technology (pp. 203–218). Open University Press.

Sinclair, N. and Jackiw, N. (2005). Understanding and Projecting ICT Trends. In S. Johnston-Wilder and D. Pimm (Eds.), Teaching Secondary Mathematics effectively with Technology (pp. 235–252). Open University Press.

Sinclair, N. (2004). Meet the mathematicians. In L, Burton (Ed.), Mathematicians as enquirers: Learning about learning mathematics. Kluwer Academic Publishers.

 

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